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Watching novice action degrades expert motor performance: causation between action production and outcome prediction of observed actions by humans.

ABSTRACT: Our social skills are critically determined by our ability to understand and appropriately respond to actions performed by others. However despite its obvious importance, the mechanisms enabling action understanding in humans have remained largely unclear. A popular but controversial belief is that parts of the motor system contribute to our ability to understand observed actions. Here, using a novel behavioral paradigm, we investigated this belief by examining a causal relation between action production, and a component of action understanding--outcome prediction, the ability of a person to predict the outcome of observed actions. We asked dart experts to watch novice dart throwers and predict the outcome of their throws. We modulated the feedbacks provided to them, caused a specific improvement in the expert's ability to predict watched actions while controlling the other experimental factors, and exhibited that a change (improvement) in their outcome prediction ability results in a progressive and proportional deterioration in the expert's own darts performance. This causal relationship supports involvement of the motor system in outcome prediction by humans of actions observed in others.

SUBMITTER: Ikegami T

PROVIDER: S-EPMC4227030 | biostudies-literature | 2014

REPOSITORIES: biostudies-literature

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Watching novice action degrades expert motor performance: causation between action production and outcome prediction of observed actions by humans.

Ikegami Tsuyoshi T Ganesh Gowrishankar G

Scientific reports 20141111

Our social skills are critically determined by our ability to understand and appropriately respond to actions performed by others. However despite its obvious importance, the mechanisms enabling action understanding in humans have remained largely unclear. A popular but controversial belief is that parts of the motor system contribute to our ability to understand observed actions. Here, using a novel behavioral paradigm, we investigated this belief by examining a causal relation between action p ...[more]

PMID: 25384755

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Project description:Background:It is widely reported that facilitation can aid implementation of evidence-based practices. Although scholars agree that facilitators need a diverse range of skills, only a few retrospective studies have identified some of these. During the test of a facilitation strategy within the context of a VA initiative to implement evidence-based care delivery models, we documented the skills an expert external facilitator transferred to two initially novice internal regional facilitators. Ours is the first study to explore facilitation skills as they are being applied and transferred. Methods:Facilitators applied the strategy at eight primary care clinics that lacked implementation capacity in two VA networks. We conducted monthly debriefing interviews over a 30-month period and documented these in detailed notes. External facilitator interviews focused specifically on training and mentoring internal facilitators and the skills that she transferred. We also conducted, recorded, and transcribed two qualitative interviews with each facilitator and queried them about training content and process. We conducted a content analysis of the data, using deductive and inductive methods, to identify skills the external facilitator helped internal facilitators learn. We also explored the complexity of facilitation skills and grouped them into overarching skillsets. Results:The external facilitator helped internal facilitators learn 22 complex skills; with few exceptions, these skills were not unique but overlapped with one another. We clustered 21 of these into 5 groups of overarching skillsets: (1) building relationships and creating a supportive environment, (2) changing the system of care and the structure and processes that support it, (3) transferring knowledge and skills and creating infrastructure support for ongoing learning, (4) planning and leading change efforts, and (5) assessing people, processes, and outcomes and creating infrastructure for program monitoring. Conclusions:This study documented a broad range of implementation facilitation skills that are complex and overlapping. Findings suggest that studies and initiatives planning or applying facilitation as an implementation strategy should ensure that facilitators have or have the opportunity to learn the skills they need. Because facilitation skills are complex, the use of didactic methods alone may not be sufficient for transferring skills; future work should explore other methods and techniques.

Project description:BackgroundThere is substantial evidence that facilitation can address the challenges of implementing evidence-based innovations. However, facilitators need a wide variety of complex skills; lack of these can have a negative effect on implementation outcomes. Literature suggests that novice and less experienced facilitators need ongoing support from experts to develop these skills. Yet, no studies have investigated the transfer process. During a test of a facilitation strategy applied at 8 VA primary care clinics, we explored the techniques and processes an expert external facilitator utilized to transfer her skills to two initially novice internal facilitators who became experts.MethodsIn this qualitative descriptive study, we conducted monthly debriefings with three facilitators over a 30-month period and documented these in detailed notes. Debriefings with the expert facilitator focused on how she trained and mentored facilitation trainees. We also conducted, recorded, and transcribed two semi-structured qualitative interviews with each facilitator and queried them about training content and process. We used a mix of inductive and deductive approaches to analyze data; our analysis was informed by a review of mentoring, coaching, and cognitive apprenticeship literature. We also used a case comparison approach to explore how the expert tailored her efforts.ResultsThe expert utilized 21 techniques to transfer implementation facilitation skills. Techniques included both active (providing information, modeling, and coaching) and participatory ones. She also used techniques to support learning, i.e., cognitive supports (making thinking visible, using heuristics, sharing experiences), psychosocial supports, strategies to promote self-learning, and structural supports. Additionally, she transferred responsibility for facilitation through a dynamic process of interaction with trainees and site stakeholders. Finally, the expert varied the level of focus on particular skills to tailor her efforts to trainee and local context.ConclusionsThis study viewed the journey from novice to expert facilitator through the lens of the expert who transferred facilitation skills to support implementation of an evidence-based program. It identified techniques and processes that may foster transfer of these skills and build organizational capacity for future implementation efforts. As the first study to document the implementation facilitation skills transfer process, findings have research and practical implications.

Dataset Information

Watching novice action degrades expert motor performance: causation between action production and outcome prediction of observed actions by humans.

Publications

Watching novice action degrades expert motor performance: causation between action production and outcome prediction of observed actions by humans.

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